Reading for virginia educators: elementary and special education

The Praxis® Study Companion

Reading for Virginia
Educators: Elementary and
Special Education
5306

www.ets.org/praxis


Welcome to the Praxis® Study Companion

Welcome to the Praxis® Study Companion
Prepare to Show What You Know
You have been working to acquire the knowledge and skills you need for your teaching career. Now you are
ready to demonstrate your abilities by taking a Praxis® test.
Using the Praxis® Study Companion is a smart way to prepare for the test so you can do your best on test day.
This guide can help keep you on track and make the most efficient use of your study time.
The Study Companion contains practical information and helpful tools, including:
• An overview of the Praxis tests
• Specific information on the Praxis test you are taking
• A template study plan
• Study topics
• Practice questions and explanations of correct answers
• Test-taking tips and strategies
• Frequently asked questions
• Links to more detailed information
So where should you start? Begin by reviewing this guide in its entirety and note those sections that you need
to revisit. Then you can create your own personalized study plan and schedule based on your individual needs
and how much time you have before test day.
Keep in mind that study habits are individual. There are many different ways to successfully prepare for your

test. Some people study better on their own, while others prefer a group dynamic. You may have more energy
early in the day, but another test taker may concentrate better in the evening. So use this guide to develop the
approach that works best for you.
Your teaching career begins with preparation. Good luck!

Know What to Expect
Which tests should I take?
Each state or agency that uses the Praxis tests sets its own requirements for which test or tests you must take for
the teaching area you wish to pursue.
Before you register for a test, confirm your state or agency’s testing requirements at www.ets.org/praxis/states.

How are the Praxis tests given?
Praxis tests are given on computer. Other formats are available for test takers approved for accommodations (see
page 42).

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Welcome to the Praxis® Study Companion

What should I expect when taking the test on computer?
When taking the test on computer, you can expect to be asked to provide proper identification at the test
center. Once admitted, you will be given the opportunity to learn how the computer interface works (how to
answer questions, how to skip questions, how to go back to questions you skipped, etc.) before the testing time
begins. Watch the What to Expect on Test Day video to see what the experience is like.

Where and when are the Praxis tests offered?
You can select the test center that is most convenient for you. The Praxis tests are administered through an

international network of test centers, which includes Prometric® Testing Centers, some universities, and other
locations throughout the world.
Testing schedules may differ, so see the Praxis web site for more detailed test registration information at www.
ets.org/praxis/register.

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Table of Contents

Table of Contents
The Praxis® Study Companion guides you through the steps to success
1. Learn About Your Test.....................................................................................................5
Learn about the specific test you will be taking
2. F
 amiliarize Yourself with Test Questions.................................................................... 10
Become comfortable with the types of questions you’ll find on the Praxis tests
3. Practice with Sample Test Questions.......................................................................... 14
Answer practice questions and find explanations for correct answers
4. Determine Your Strategy for Success.......................................................................... 23
Set clear goals and deadlines so your test preparation is focused and efficient
5. Develop Your Study Plan.............................................................................................. 26
Develop a personalized study plan and schedule
6. Review Study Topics..................................................................................................... 30
Detailed study topics with questions for discussion
7. Review Smart Tips for Success..................................................................................... 40
Follow test-taking tips developed by experts
8. Check on Testing Accommodations............................................................................ 42

See if you qualify for accommodations to take the Praxis test
9. Do Your Best on Test Day.............................................................................................. 43
Get ready for test day so you will be calm and confident
10. Understand Your Scores............................................................................................. 45
Understand how tests are scored and how to interpret your test scores
Appendix: Other Questions You May Have .................................................................... 47

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Step 1: Learn About Your Test

1. Learn About Your Test
Learn about the specific test you will be taking

Reading for Virginia Educators: Elementary and Special Education (5306)

Test at a Glance
Test Name

Reading for Virginia Educators: Elementary and Special Education

Test Code 5306
Time

2.5 hours

Number of Questions

100 selected-response questions (Part A), 3 constructed-response questions
(Part B)

Format

Selected-response questions and constructed-response questions

Test Delivery

Computer delivered


Content Categories




Part A: Selected-response questions

Approximate Approximate
Number of
Percentage of
Questions Examination
100

80%

Assessment and Diagnostic Teaching

19

15%

II. Oral Language and Oral Communication

19

15%

III. Reading Development

43

35%

IV. Writing and Research

19

15%



Part B: Constructed-response questions

3

20%

V. Analysis and Application







I

V

I.
II

IV
III







Pacing and
Special Tips

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A. Analysis of Assessment and Diagnostic
1
Teaching
B. Application of Reading Development
1
Knowledge
C. Analysis and Application of Writing
1
and Research

6⅔%
6⅔%
6⅔%

In allocating time on this assessment, it is expected that approximately 105
minutes will be spent on Part A (the selected-response section) and approximately
45 minutes on Part B (about 15 minutes on each constructed-response section).
Please note that Parts A and B are not independently timed.

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Step 1: Learn About Your Test

About This Test

Test Specifications

The Reading for Virginia Educators: Elementary and
Special Education test is intended primarily for entrylevel elementary and special education teachers who
have completed training in a program to prepare
them to teach in either of these areas. The purpose
of the test is to determine that the entry-level
elementary and special education teacher will have
the knowledge, skills, and abilities that are important,
necessary, and needed at time of entry to the
profession to teach reading.

Test specifications in this chapter describe the
knowledge and skills measured by the test. Study
topics to help you prepare to answer test questions
can be found on page 30.

This test may contain some questions that will not
count toward your score.

I. Assessment and Diagnostic Teaching
A. Understand the characteristics and uses
of assessment and screening measures
for evaluating students’ language
proficiency and reading skills
1. Demonstrate knowledge of formal assessments,
informal assessments, and screening measures
for evaluating students’ oral and written language
proficiency
2. Demonstrate knowledge of formal and informal

assessments and screening measures for
evaluating emergent readers’ and beginning
readers’ knowledge and skills, including concepts
of print, phonemic awareness, letter recognition,
sound-symbol knowledge, single-word
recognition, and decoding
3. Demonstrate knowledge of formal and informal
assessments and screening measures for
monitoring the ongoing development of
students’ reading skills and strategies, including
word-attack skills, vocabulary, word recognition
in context, reading fluency, and oral and silent
reading comprehension
B. Understand the use of assessment data
to plan reading instruction
1. Recognize how to use assessment data to
diagnose the reading needs of, and tailor
instruction for, individual students
2. Recognize how to use diagnostic reading data to
differentiate instruction to accelerate the
development of students’ reading skills
3. Recognize how to use diagnostic reading data to
differentiate instruction to address the needs of
students with reading difficulties
4. Demonstrate knowledge of the role of flexible
groupings in instruction to address students’
changing reading needs

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Step 1: Learn About Your Test

II. Oral Language and Oral Communication
A. Understand the development of oral
language and oral communication skills
1. Demonstrate knowledge of ways to promote
growth in students’ use of oral language, to
develop their listening and speaking skills, and to
expand their listening and speaking vocabularies
2. Identify instructional strategies to build students’
oral communication skills, to help students use
oral language for different purposes, and to
facilitate the use of oral language for critical
thinking and creative expression
3. Identify instructional strategies to promote
students’ use of oral and nonverbal
communication skills in various settings,
including group activities and oral presentations
4. Recognize how to promote students’
understanding of oral language structures
5. Demonstrate knowledge of effective methods for
facilitating the learning of Standard American
English by speakers of other languages and
dialects
6. Demonstrate knowledge of the complex nature
of language acquisition and the unique needs of
students with language delays and disorders

7. Recognize how to create a learning environment
that is respectful of, and responsive to, linguistic
and cultural diversity.
B. Understand the development of
phonological awareness, including
phonemic awareness
1. Demonstrate knowledge of phonological
awareness and effective instructional strategies
for promoting students’ phonological association
skills
2. Demonstrate knowledge of phonemic awareness
and the role of phonemic awareness in reading
development
3. Identify types of phonemic awareness skills
4. Demonstrate knowledge of instructional
strategies to promote development of phonemic
awareness skills by helping students hear, say,
and manipulate phonemes in spoken words
containing one or more syllables

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III.Reading Development
A. Understand how to promote students’
understanding of concepts of print and
basic phonetic principles
1. Identify instructional strategies for helping
students learn concepts of print and begin to
match voice with print
2. Demonstrate knowledge of ways to promote

students’ automatic recognition of highfrequency sight words
3. Demonstrate knowledge of ways to help
students recognize and name uppercase and
lowercase letters
4. Apply knowledge of instructional strategies to
promote students’ understanding of basic
phonetic principles by helping students grasp
the alphabetic principle, match consonant
sounds and short vowel sounds to appropriate
letters, and identify beginning consonant sounds
in single-syllable printed words
5. Recognize the connection between students’
invented spellings and their understanding of
phonetic principles
B. Understand explicit, systematic phonics
instruction
1. Demonstrate knowledge of basic phonic
elements
2. Demonstrate knowledge of explicit instructional
strategies for helping beginning readers blend
consonant and vowel sounds to decode singlesyllable words with regular spellings
3. Identify instructional strategies for helping
beginning readers recognize common
consonant-vowel patterns and apply knowledge
of these patterns to read single-syllable words
and decode unfamiliar words through analogy
with known words containing familiar patterns
4. Demonstrate knowledge of explicit instructional
strategies for developing and reinforcing
students’ skills in using phonics to decode

multisyllabic words and read words containing
consonant blends, consonant digraphs, vowel
combinations, and r-controlled vowels

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Step 1: Learn About Your Test

C. Understand word-analysis skills and
vocabulary development

E.

1. Demonstrate knowledge of the way phonics,
syntax, and semantics interact as the reader
constructs meaning

Understand reading comprehension
strategies for fiction and poetry

2. Identify methods for improving students’ reading
proficiency by helping students apply wordanalysis skills and word-attack strategies

1. Recognize how to select a wide variety of
literature at appropriate reading levels to
encourage independent and reflective reading
and to promote students’ comprehension and
enjoyment of, and appreciation for, fiction and
poetry

3. Recognize how to help students read unfamiliar
multisyllabic words, including compound words,
by using syllabication and structural analysis to
identify common spelling patterns and
morphemes within the word

2. Demonstrate knowledge of ways to help
students comprehend fiction by identifying basic
story elements, retelling familiar stories, and
making predictions based on information and
pictures in the text

4. Recognize how to help students use context,
including sentence structure as well as meaning
clues, to help identify unfamiliar words and
technical terms, determine the relevant meaning
of a word with multiple meanings, and verify the
relevant meaning and/or pronunciation of a
homonym or homograph

3. Demonstrate knowledge of different genres and
types of literature and use this knowledge to
improve students’ comprehension

5. Demonstrate knowledge of instructional
strategies for building and extending vocabulary
knowledge
6. Recognize ways to help students make effective
use of a dictionary, thesaurus, glossary, or other

word-reference materials to clarify understanding
of a word’s denotative and connotative meanings
D. Understand the development of reading
fluency and reading comprehension
1. Recognize the importance of automatic word
recognition and reading fluency
2. Identify instructional strategies for promoting
development of students’ reading fluency
3. Demonstrate knowledge of the linguistic,
sociological, cultural, cognitive, and psychological
bases of the reading process and how they
influence students’ reading comprehension
4. Demonstrate knowledge of literal
comprehension, inferential comprehension, and
evaluative comprehension
5. Recognize how to help students apply
comprehension strategies before reading, during
reading, and after reading

4. Identify instructional strategies to help students
recognize different genres and types of literature
5. Demonstrate knowledge of ways to strengthen
students’ comprehension by developing their
literary response and analysis skills
F.

Understand reading comprehension
strategies for nonfiction
1. Recognize how to select and use a variety of
informational, descriptive, and persuasive

materials at appropriate reading levels to
promote students’ comprehension of nonfiction,
including content-area texts
2. Recognize how to use a variety of
comprehension strategies to clarify
understanding of a text
3. Identify instructional strategies to help students
distinguish main ideas and supporting details in
a nonfiction text and identify the author’s
purpose
4. Demonstrate knowledge of ways to
promote students’ comprehension by helping
them identify logical organization and recognize
structural patterns in nonfiction texts
5. Recognize how to help students locate
and use evidence from a nonfiction text to
support their predictions, opinions, and
conclusions

6. Recognize the role of independent reading in the
development of reading comprehension and
vocabulary knowledge
7. Identify ways to promote independent reading
and family and community involvement in
literacy activities

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Step 1: Learn About Your Test

IV. Writing and Research
A. Understand writing skills and processes
1. Recognize writing as a developmental process
2. Demonstrate knowledge of how to write in
various forms and for various audiences and
purposes
3. Identify strategies for promoting students’ writing
skills
4. Recognize recursive stages in the writing process
and appropriate strategies for conferencing with
students to provide feedback during all phases of
writing
5. Demonstrate knowledge of the characteristics of
effective composing
6. Demonstrate knowledge of the principles of
effective written expression
7. Recognize the interdependence of reading and
writing development and the role of writing
activities in promoting reading comprehension
B. Understand how to promote students’
knowledge of correct spelling, usage,
and other writing mechanics
1. Recognize spelling as a developmental process
2. Demonstrate knowledge of systematic spelling
instruction, including strategies for helping
students recognize common orthographic
patterns and strategies for helping students

generalize spelling knowledge by transferring
what they learn in spelling lessons to their own
writing

C. Understand writing and reading as tools
for inquiry and research
1. Demonstrate knowledge of ways to promote
students’ research skills by helping the students
apply effective reading techniques and writing
techniques to locate, organize, evaluate, and
synthesize information from a variety of print and
electronic sources
2. Recognize how to help students use text
organizers to help locate and categorize
information
3. Identify strategies for helping students make
effective use of reference materials
4. Recognize how to promote students’ skills in
using technology, including electronic media, to
conduct research and create final products of
research
5. Demonstrate knowledge of ways to evaluate and
select a variety of media resources

V. Analysis and Application
1. Apply knowledge of assessment and diagnostic
teaching to prepare an organized written
response to a constructed-response question
2. Apply knowledge of the elements of reading
development to prepare an organized written

response to a constructed-response question
3. Apply knowledge of the elements of writing and
research to prepare an organized written
response to a constructed-response question

3. Demonstrate knowledge of appropriate
instructional strategies for promoting students’
knowledge and use of writing mechanics,
including correct usage, punctuation, and
capitalization

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Step 2: Familiarize Yourself with Test Questions

2. Familiarize Yourself with Test Questions
Become comfortable with the types of questions you’ll find on the Praxis tests
The Praxis assessments include a variety of question types: constructed response (for which you write a
response of your own); selected response, for which you select one or more answers from a list of choices or
make another kind of selection (e.g., by clicking on a sentence in a text or by clicking on part of a graphic); and
numeric entry, for which you enter a numeric value in an answer field. You may be familiar with these question
formats from taking other standardized tests. If not, familiarize yourself with them so you don’t spend time
during the test figuring out how to answer them.

Understanding Computer-Delivered Questions
Questions on computer-delivered tests are interactive in the sense that you answer by selecting an option
or entering text on the screen. If you see a format you are not familiar with, read the directions carefully. The

directions always give clear instructions on how you are expected to respond.
For most questions, you respond by clicking an oval to select a single answer from a list of answer choices.
However, interactive question types may also ask you to respond by:
• Clicking more than one oval to select answers from a list of answers.
• Typing in an entry box. When the answer is a number, you may be asked to enter a numerical answer.
Some questions may have more than one place to enter a response.
• Clicking check boxes. You may be asked to click check boxes instead of an oval when more than one
choice within a set of answers can be selected.
• Clicking parts of a graphic. In some questions, you will select your answers by clicking on a location (or
locations) on a graphic such as a map or chart, as opposed to choosing your answer from a list.
• Clicking on sentences. In questions with reading passages, you may be asked to choose your answers by
clicking on a sentence (or sentences) within the reading passage.
• Dragging and dropping answer choices into targets on the screen. You may be asked to select answers
from a list of answers and drag your answers to the appropriate location in a table, paragraph of text or
graphic.
• Selecting answer choices from a drop-down menu. You may be asked to choose answers by selecting
answers from a drop-down menu (e.g., to complete a sentence).
Remember that with every question you will get clear instructions.
Perhaps the best way to understand computer-delivered questions is to view the Computer-delivered Testing
Demonstration on the Praxis web site to learn how a computer-delivered test works and see examples of
some types of questions you may encounter.

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Step 2: Familiarize Yourself with Test Questions

Understanding Selected-Response Questions

Many selected-response questions begin with the phrase “which of the following.” Take a look at this example:
Which of the following is a flavor made from beans?
(A) Strawberry
(B) Cherry
(C) Vanilla
(D) Mint

How would you answer this question?
All of the answer choices are flavors. Your job is to decide which of the flavors is the one made from beans.
Try following these steps to select the correct answer.
1) L
 imit your answer to the choices given. You may know that chocolate and coffee are also flavors made
from beans, but they are not listed. Rather than thinking of other possible answers, focus only on the choices
given (“which of the following”).
2) E
 liminate incorrect answers. You may know that strawberry and cherry flavors are made from fruit and
that mint flavor is made from a plant. That leaves vanilla as the only possible answer.
3) V
 erify your answer. You can substitute “vanilla” for the phrase “which of the following” and turn the
question into this statement: “Vanilla is a flavor made from beans.” This will help you be sure that your answer
is correct. If you’re still uncertain, try substituting the other choices to see if they make sense. You may want
to use this technique as you answer selected-response questions on the practice tests.

Try a more challenging example
The vanilla bean question is pretty straightforward, but you’ll find that more challenging questions have a
similar structure. For example:
Entries in outlines are generally arranged according
to which of the following relationships of ideas?
(A) Literal and inferential
(B) Concrete and abstract

(C) Linear and recursive
(D) Main and subordinate
You’ll notice that this example also contains the phrase “which of the following.” This phrase helps you
determine that your answer will be a “relationship of ideas” from the choices provided. You are supposed to find
the choice that describes how entries, or ideas, in outlines are related.
Sometimes it helps to put the question in your own words. Here, you could paraphrase the question in this way:
“How are outlines usually organized?” Since the ideas in outlines usually appear as main ideas and subordinate
ideas, the answer is (D).

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Step 2: Familiarize Yourself with Test Questions

QUICK TIP: Don’t be intimidated by words you may not understand. It might be easy to be thrown by words
like “recursive” or “inferential.” Read carefully to understand the question and look for an answer that fits. An
outline is something you are probably familiar with and expect to teach to your students. So slow down, and
use what you know.

Watch out for selected-response questions containing “NOT,” “LEAST,” and “EXCEPT”
This type of question asks you to select the choice that does not fit. You must be very careful because it is easy
to forget that you are selecting the negative. This question type is used in situations in which there are several
good solutions or ways to approach something, but also a clearly wrong way.

How to approach questions about graphs, tables, or reading passages
When answering questions about graphs, tables, or reading passages, provide only the information that the
questions ask for. In the case of a map or graph, you might want to read the questions first, and then look at the
map or graph. In the case of a long reading passage, you might want to go ahead and read the passage first,

noting places you think are important, and then answer the questions. Again, the important thing is to be sure
you answer the questions as they refer to the material presented. So read the questions carefully.

How to approach unfamiliar formats
New question formats are developed from time to time to find new ways of assessing knowledge. Tests may
include audio and video components, such as a movie clip or animation, instead of a map or reading passage.
Other tests may allow you to zoom in on details in a graphic or picture.
Tests may also include interactive questions. These questions take advantage of technology to assess
knowledge and skills in ways that standard selected-response questions cannot. If you see a format you are
not familiar with, read the directions carefully. The directions always give clear instructions on how you are
expected to respond.

QUICK TIP: Don’t make the questions more difficult than they are. Don’t read for hidden meanings or tricks.
There are no trick questions on Praxis tests. They are intended to be serious, straightforward tests of
your knowledge.

Understanding Constructed-Response Questions
Constructed-response questions require you to demonstrate your knowledge in a subject area by creating
your own response to particular topics. Essays and short-answer questions are types of constructed-response
questions.
For example, an essay question might present you with a topic and ask you to discuss the extent to which you
agree or disagree with the opinion stated. You must support your position with specific reasons and examples
from your own experience, observations, or reading.
Take a look at a few sample essay topics:
• “ Celebrities have a tremendous influence on the young, and for that reason, they have a responsibility to
act as role models.”
• “ We are constantly bombarded by advertisements—on television and radio, in newspapers and
magazines, on highway signs, and the sides of buses. They have become too pervasive. It’s time to put
limits on advertising.”
• “Advances in computer technology have made the classroom unnecessary, since students and teachers

are able to communicate with one another from computer terminals at home or at work.”

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Step 2: Familiarize Yourself with Test Questions

Keep these things in mind when you respond to a constructed-response question
1) A
 nswer the question accurately. Analyze what each part of the question is asking you to do. If the
question asks you to describe or discuss, you should provide more than just a list.
2) A
 nswer the question completely. If a question asks you to do three distinct things in your response,
you should cover all three things for the best score. Otherwise, no matter how well you write, you will
not be awarded full credit.
3) A
 nswer the question that is asked. Do not change the question or challenge the basis of the
question. You will receive no credit or a low score if you answer another question or if you state, for
example, that there is no possible answer.
4) G
 ive a thorough and detailed response. You must demonstrate that you have a thorough
understanding of the subject matter. However, your response should be straightforward and not filled
with unnecessary information.
5) R
 eread your response. Check that you have written what you thought you wrote. Be sure not to
leave sentences unfinished or omit clarifying information.

QUICK TIP: You may find that it helps to take notes on scratch paper so that you don’t miss any details. Then

you’ll be sure to have all the information you need to answer the question.
For tests that have constructed-response questions, more detailed information can be found on page 20.

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Step 3: Practice with Sample Test Questions

3. Practice with Sample Test Questions
Answer practice questions and find explanations for correct answers

Sample Test Questions
This test is available via computer delivery. The following sample question provides a preview of an actual
screen used in a computer-delivered test. For the purposes of this Study Companion, the sample questions are
shown as they would appear in a paper-delivered test.

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Step 3: Practice with Sample Test Questions

Sample Selected-response Questions
The sample questions that follow illustrate the
kinds of questions on the test. They are not,
however, representative of the entire scope of the
test in either content or difficulty. Answers with

explanations follow the questions.
Directions: Each of the questions or statements
below is followed by four suggested answers or
completions. Select the one that is best in each
case.
1. Which of the following terms is best described
as connecting background knowledge with
clues in the text to come up with an idea that
is not explicitly stated by the author?
(A) Visualizing
(B) Inferring
(C) Predicting
(D) Summarizing

3. A third-grade student wrote the following
paragraph about her summer vacation.
My vacation was exciting we did many
interesting things. Like visit the zoo, an
amusement park, and fishing. I had an
amazing time. Because I got to see so many
different places.
Which of the following topics should her
teacher work with her to improve during a
writing conference?
(A) Word choice
(B) Sentence structure
(C) Elaboration techniques
(D) Organization
4. A fourth-grade teacher wants his students to
be able to evaluate literature by recording

their thoughts and reactions about their
reading. Which would be the most appropriate
writing form in which to accomplish this goal?
(A) Story map

2. A fifth-grade class is studying the American
Revolution. The teacher wants students to
understand the differences in perceptions
between the colonists who believed their
actions in the Boston Tea Party were
legitimate protests against British taxation,
and the British who thought the colonists
were engaged in rebellion against their
government.
Which of the following instructional strategies
is most effective in helping students
understand the differences in perceptions?
(A) List examples of protests and rebellions
during other historical time periods
(B) Read an article to help students
understand the causes of rebellions

(B) Summary
(C) Response journals
(D) Guided questions
5. Having just broken her truck, a girl attending
preschool complained to her teacher, “I
breaked my truck, Mr. Frank.” Which of the
following best characterizes the girl’s
statement?

(A) It is an oral miscue.
(B) It is an example of telegraphic speech.
(C) It exhibits an overgeneralization.
(D) It demonstrates a semantic confusion.

(C) Create a Venn diagram to compare and
contrast the concepts of protest and
rebellion
(D) Read a fictional account of the Boston
Tea Party

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Step 3: Practice with Sample Test Questions

6. A first-grade class sorts word cards into
categories provided by the teacher. Below is a
result of the sort.

C V
to
so
be

C V C
bat
sat

got

C V C E
make
like
kite

C V V C
sail
bait
mail

Which of the following skills does this activity
best reinforce?
(A) Spellings of rhyming words
(B) Knowledge of vowel patterns

9. Mr. Thacker would like to assess his first
graders’ phonemic awareness. Of the
following, the best way to assess students’
phonemic awareness using the word “bat”
is to
(A) ask students to write the first letter in the
word “bat”
(B) ask students to sound out the separate
sounds in “bat”
(C) distribute note cards with the three
letters B- A -T and ask students to create
a word
(D) display the written word “bat” and ask

students to sound it out

(C) Beginning consonant sounds
(D) Knowledge of consonant digraphs
7. High-frequency words (e.g., “the,” “what,”
“of”) are important for emergent readers to
learn. Which of the following is the most
effective way for students to learn the words?
(A) Teaching students to read the words by
learning sound-symbol decoding
patterns that can be applied to the words
(B) Teaching students to read the words with
repeated practice in the context of
predictable text
(C) Teaching students to use flash cards to
learn the words by sight
(D) Teaching students to use a tactile
method of tracing the letters and writing
the words
8. A second-grade teacher uses an assessment
tool for coding, scoring, and analyzing a
student’s oral reading behavior. Which of the
following best describes the technique?
(A) Shared reading
(B) Reader’s conference
(C) Process interview
(D) Running record

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10. Which of the following words has three
distinct phonemes?
(A) Phony
(B) Muck
(C) She
(D) Bright
11. During the revision stage of the writing
process which of the following activities
would most likely occur?
(A) Correcting spelling errors
(B) Brainstorming ideas in a cluster diagram
(C) Adding details
(D) Narrowing the topic
12. The best rationale for using flexible grouping
during literacy instruction is that flexible
grouping
(A) tailors instruction to students’ strengths
and weaknesses
(B) ensures opportunities for students to
interact with peers
(C) develops students’ interpersonal skills
(D) provides time to progress through a set
of materials

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Step 3: Practice with Sample Test Questions

13. Which of the following pairs of words

demonstrate that different letter combinations
can represent the same speech sound?
(A) Church . . . chorus
(B) Bow . . . bow

17. Which of the following is an instructional
technique designed to help students improve
the ability to summarize information by
accessing prior knowledge, establishing a
purpose for reading, and recognizing what is
already known?

(C) Hot . . . cold

(A) Know-Want to Know-Learned (K-W-L)

(D) Phone . . . laugh

(B) Directed Reading-Thinking Activity
(D R-T A)

14. Which of the following student activities is
most closely related to the development of
phonics skills?
(A) Tracing and then naming lowercase
letters
(B) Writing examples of words that are in the
-at word family
(C) Counting the number of phonemes in a
given word

(D) Pointing to where a sentence starts and
ends
15. Which of the following assignments would
best allow teachers to connect reading and
writing as part of literacy centers?
(A) Assign students to write definitions of
spelling words
(B) Design a concept map and allocate time
for students to complete it
(C) Require each student to read a passage
and answer multiple-choice questions
(D) Allow students to listen to an audio book
and write a review

(C) Question-Answer Relationships (Q A R)
(D) Survey-Question-Read-Recite-Review
(S Q 3 R)
18. Sarah is a second-grade student. Her teacher
administered a running record at the
beginning of the school year. Sarah was able
to decode most of the words in the passage,
but she read with many hesitations and did
not read with appropriate intonation or
phrasing. The results of the assessment
indicate that Sarah is most likely to benefit
from direct instruction in
(A) syllabication rules
(B) comprehension
(C) fluency
(D) context clues

19. A first-grade student spells the word
“bumped” as “B T.” The student can best be
classified as being in which of the following
stages of spelling development?
(A) Precommunicative stage
(B) Semiphonetic stage

16. Which of the following is the best rationale for
introducing informational texts in the early
grades?
(A) Informational texts provide many
opportunities to decode unfamiliar
vocabulary or terms.
(B) Informational texts are usually easier for
a beginning reader to read.
(C) Readers need to learn to use a variety of
different strategies to understand
informational texts.
(D) The major goal of reading to recall details
needs to be established at an early age.

(C) Phonectic stage
(D) Transitional stage
20. Which of the following is an effective
instructional strategy for helping kindergarten
students develop an understanding of
concepts of print?
(A) Exposing students to a variety of
rhyming texts
(B) Finger tapping to identify the number of

phonemes in words
(C) Modeling how to track text during shared
reading
(D) Using guided practice of visualization
techniques

The Praxis® Study Companion

17


Step 3: Practice with Sample Test Questions

Answers to Sample Questions
1.  (B) is the correct answer. The reading strategy of
inferring is defined as a reader connecting what he or
she already knows with clues given in the text without
being directly stated. (A) is not correct. Visualizing
occurs when a reader uses the text to picture the
events or details of a text. (C) is not correct because
predicting involves guessing what will happen next in
the text based on what has already been read. (D) is
also not correct. Summarizing is retelling the important
events that happened in the text.
2.  (C) is the correct answer. A Venn diagram is a graphic
organizer used to compare and contrast two or more
things. The other choices do not focus on the
differences in perceptions, which is the objective of the
lesson.
3.  (B) is the correct answer. The writing sample

contains many sentence fragments and run-on
sentences. (A) is not correct because the writer uses
words such as “exciting,” “interesting,” and “amazing.”
Word choice is not the topic that most needs
improvement. (C) is not correct because there are no
spelling errors in this paragraph. (D) is also not correct.
The ideas in the paragraph are organized.
4.  (C) is the correct answer. The characteristics
described are that of response journals. The other
choices do not allow for students to record their
thoughts and reactions about their reading. A story
map (A) is a graphic organizer that outlines elements of
fiction (e.g., problem, solution, setting, characters). A
summary (B) is a retelling of the important events of a
story. Guided questions (D) are used to lead students
toward a particular response and do not allow students
to express their own thoughts about their reading.
5.  (C) is the correct answer. Overgeneralization involves
applying a particular rule of language in all instances.
(A) is not correct. Oral miscues are oral reading errors
that are used to understand children’s existing reading
strategies and how to help students learn more
effective strategies. (B) is not correct because
telegraphic speech is a stage in oral language
development when children use two-word phrases
and place the subject before the verb. (D) is also not
correct. In semantic confusion, children use words
incorrectly.

The Praxis® Study Companion

6.  (B) is the correct answer. The categories are common
vowel patterns and sorting words into the categories
reinforces students’ familiarity with these patterns in
both their reading and writing. (A) is not correct. The
words that are sorted are not rhyming words. (C) is not
correct. The words are not sorted by beginning
consonant sounds. (D) is also not correct. The words that
are sorted do not contain any consonant digraphs.
7.  (B) is the correct answer. High-frequency words can
either be decodable or irregular. Irregular words have
spellings that do not follow common phonics rules.
Therefore, (A) is not going to help students read
irregular high-frequency words. Beginning readers need
practice learning to read these words. Since it is possible
to read a word at sight but not know the meaning of
the word, practicing reading the words in context is
recommended. Choices (C) and (D) are not correct
because the methods do not allow for students to use
high-frequency words in a meaningful context.
8.  (D) is the correct answer. A running record is
described in the scenario. (A), (B), and (C) are not correct.
Shared reading, a reader’s conference, and a process
interview do not yield information about the types of
miscues a student makes or the reading strategies a
student applies while reading.
9.  (B) is the correct answer. A student who possesses
phonemic awareness can segment sounds in words and
blend strings of isolated sounds together to form
recognizable words. (A), (C), and (D) are not correct. The

activities in these choices focus on connecting sounds
to letters, which are phonics, not phonemic awareness
skills.
10.  (B) is the correct answer. The word “muck” has three
distinct phonemes or sounds (m-, u-, k-). Phonemes are
the smallest units making up spoken language. English
consists of about 41-44 phonemes. Phonemes combine
to form syllables and words. For example, the word stop
has four phonemes (s-t-o-p), while shop has three
phonemes (sh-o-p). Phonemic awareness refers to the
ability to identify and manipulate these phonemes in
spoken words. It is also the understanding that the
sounds of spoken language work together to make
words. (A) is not correct because “phony” has four
distinct phonemes. (C) is not correct because “she” has
two distinct phonemes. (D) is not correct because
“bright” has four distinct phonemes.

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Step 3: Practice with Sample Test Questions

11.  (C) is the correct answer. Adding details happens
during the revision stage of the writing process. The
other choices are not correct because (A) happens
during the editing stage and (B) and (D) happen during
the prewriting stage.
12.  (A) is the correct answer. When teachers use
flexible grouping they are considering the alwayschanging strengths and weaknesses of students and

grouping the students temporarily to best meet
instructional needs. The other choices do not address
the main purpose of using flexible grouping.
13.  (D) is the correct answer. “ph” and “gh” fall into the
category of consonant irregularities with consonant
combinations that have a unique sound. Both the “ph”
in “phone” and the “gh” in “laugh” represent the sound of
/f/. (A), (B), and (C) have letter combinations that
represent different speech sounds and, thus, are not
correct answers.
14.  (B) is the correct answer. Writing examples of words
in the -at word family requires students to make use of
their knowledge of letter-sound correspondence and
word patterns (phonics). (A) is not correct. Tracing and
naming letters of the alphabet develops letterrecognition skills and letter-naming fluency, but not
phonics skills. (C) is not correct because counting
phonemes is related to phonemic awareness, not
phonics. (D) is also not correct. Pointing to where a
sentence begins and ends is related to concepts of
print.
15.  (D) is the correct answer. Listening to an audio
book and writing a review for others to read connects
reading and writing in a purposeful way. (A) is not
correct because writing definitions of words does not
address reading and writing skills. (B) is not correct.
Completing a concept map does not involve reading
for a real purpose or responding to reading in an
authentic writing task. (C) is also not correct. Answering
multiple-choice questions may check a student’s
comprehension of a story, but does not connect

writing to reading in any meaningful way.
16.  (C) is the correct answer. Informational texts have
unique organizational structures (e.g., cause and effect)
and text features (e.g., headings, captions). Teaching
students about these structures and patterns will help
them learn how to use different strategies to
understand the various types of informational texts.
When introduced in the early grades, students will
already have some strategies to comprehend contentarea textbooks in the later grades.

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17.  (A) is the correct answer. The process of doing a
K-W-L facilitates students stating what they already
know about a topic (accessing prior knowledge) in
addition to what students would like to know (purpose
setting) and, finally, summarizing what new information
was learned. (B), (C), and (D) do not address accessing
students’ prior knowledge, establishing a purpose for
reading, and summarizing what information was
learned or confirmed.
18.  (C) is the correct answer. Proficient readers have
learned to read fluently. Speed is important because it’s
hard for a reader to remember what he or she is
reading if the reading is dysfluent. Prosody is important
because when a reader reads with expression, the text
is more easily understood. (A) and (D) are not correct
because there are no indications in the behaviors
described that teaching syllabication skills and use of
context clues should be the primary focus of direct

instruction for this student. (B) is not correct.
Comprehension may be affected by the behaviors
which are identified. However, the primary problem
described in this scenario is fluency.
19.  (B) is the correct answer. At the semiphonetic
stage, students show a developing understanding of
sound-symbol relationships. Spellings are often
abbreviated and represent the initial and/or final
sound. (A) is not correct. Students at the
precommunicative stage of spelling use letters to write
words, but the letters are strung together randomly
and do not correspond to sounds. (C) is not correct.
Phonetic spellers are able to perceive and represent all
of the phonemes in a word, though the spellings may
be unconventional; e.g., “ATE” for eighty. (D) is not
correct. Students in the transitional spelling stage
exhibit conventions of English orthography like
correctly spelled inflectional endings, vowel digraph
patterns, and vowels in every syllable.
20.  (C) is the correct answer. Children are more likely to
visually attend to print when engaged in shared
reading with an adult who uses print referencing
behavior. (A) is not correct. Rhyme awareness is a
phonological awareness activity. (B) is not correct.
Finger tapping is a phonemic awareness activity, not a
print awareness activity. (D) is also not correct.
Visualization is a strategy to improve and enhance
comprehension of a text.

19

Step 3: Practice with Sample Test Questions

Sample Constructed-Response
Question
This section presents a sample constructed-response
question and sample responses along with the standards
used in scoring the responses. When you read these
sample responses, keep in mind that they will be less
polished than if they would have been developed at
home, edited, and carefully presented. The examinee does
not know what questions he or she will be asked and
must decide, on the spot, how to respond. The scores of
these questions take these circumstances into account
when scoring the responses. Scorers will assign scores
based on the following scoring guide.

Reading for Virginia Educators
General Scoring Guide
Note: The elements of reading and reading
instruction assessed in constructed-response
questions are those included in the RVE assessment
domains.

Score of 3
The response demonstrates a thorough
understanding of the elements of reading and
reading instruction relevant to the question.
A response in this category

• Clearly and specifically answers all parts of the
question in a way that directly addresses the
instructional situation described.
• Shows strong knowledge of concepts, theories,
facts, procedures, or methodologies relevant to
the question; any errors of fact or terminology
are minor and do not detract from the thorough
understanding shown.
• Provides strong supporting evidence and
rationales.

Score of 2
The response demonstrates a general
understanding of the elements of reading and
reading instruction relevant to the question.
A response in this category

• Shows general knowledge of concepts, theories,
facts, procedures, or methodologies relevant to
the question; any errors do not detract from the
general understanding shown.
• Provides adequate supporting evidence and
rationales.

Score of 1
The response demonstrates a weak or limited
understanding of the elements of reading and
reading instruction relevant to the question.
A response in this category
• Answers some part (or parts) of the question at a

basic level.
• Has one or more of the following weaknesses:
–– fails to answer most parts of the question

and/or fails to address crucial aspects of the
instructional situation described.
–– shows weak or limited knowledge of concepts,
theories, facts, procedures, or methodologies
relevant to the question; the weakness may be
indicated by errors or misconceptions.
–– any evidence or rationales provided are weak
or limited.

Score of 0
The response demonstrates no understanding of
the elements of reading and reading instruction
relevant to the question.
A response in this category
• Fails to respond appropriately to any part of the
question.
• Shows no knowledge of concepts, theories,
facts, procedures, or methodologies relevant to
the question; or any information presented
about reading and reading instruction is
seriously in error.
Note: The mere presence of reading-specific words or
phrases that might be used in an adequate response
does not, by itself, indicate knowledge.
Also receiving a score of 0 would be responses that
are blank, completely off-topic, or not written in

English.

• Adequately answers most or all parts of the
question in a way that is appropriate for the
instructional situation described.

The Praxis® Study Companion

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